4 Nannette Ripmeester Archibald Pollock

Transcription

1 Schriftenreihe Hochschul Marketing 4 Nannette Ripmeester Archibald Pollock Guide to Enhancing the International Student Experience for Germany How to improve services and communication to better match expectations

2 Publisher GATE-Germany Consortium for international Higher Education Marketing c/o Deutscher Akademischer Austauschdienst (DAAD) German Academic Exchange Service Kennedyallee 50, Bonn Responsible: Dr. Irene Jansen Coordination and Editorial: Ulrike Koch Hochschulrektorenkonferenz (HRK) German Rectors Conference Ahrstraße 39, D Bonn Nannette Ripmeester International Graduate Insight Group European Office Mathenesserlaan 255 NL 3021 HD Rotterdam Design: eichenartig, Bonn This report is published as part of a series of publications by the Consortium for international Higher Education Marketing GATE-Germany, a joint initiative of HRK and DAAD, supported by the Ministry of Education and Research. Edition: March 2011 W. Bertelsmann Verlag GmbH & Co. KG, Bielefeld 2010 Printer: W. Bertelsmann Verlag, Bielefeld Reprinting and use in electronic systems of this document or extracts from it are subject to the prior written approval of the Consortium for international Higher Education Marketing GATE-Germany. Order No ISBN

3 Table of Contents Table of contents... 3 Foreword... 7 Introduction to the survey... 9 Executive summary of the report Application and Arrival Application Application method Contact response time Offer response time Information provision Social media Buddy systems Pre-arrival information provision Arrival Initial welcome Academic registration and orientation Application and arrival: points and actions to consider CASE STUDY: Georg-Simon-Ohm Hochschule für angewandte Wissenschaften Fachhochschule Nürnberg Fachhochschule Dortmund Cultural and Social Integration Making friends: on arrival and during the programme Clubs/societies & student unions International office Counselling and disability support Sport & social activities Opportunity to experience German culture Cultural and social integration: points and actions to consider CASE STUDY: Universität Konstanz Universität Regensburg

4 3. Accommodation and Living Accommodation Accommodation office Faith-based provision (including prayer rooms, quiet spaces, overall flexibility with religion) Campus eating facilities Transport options Safety Accommodation and living: points and actions to consider CASE STUDY: Christian-Albrecht-Universität zu Kiel Learning Infrastructure and Environment Libraries & learning spaces I.T. support & internet Flexibilty (including course adaptability, structural flexibility, feeling of intellectual freedom of choice) Academic s english & language support Performance feedback Learning infrastructure and environment: points and actions to consider CASE STUDY: Georg-August-Universität Göttingen Westfälische Wilhelms-Universität Münster Teaching Quality and Learning Support Assessment & feedback Learning support Research Expert lecturers & good teachers Course content Teaching quality and learning support: points and actions to consider CASE STUDY: Technische Universität Kaiserlautern

5 Table of Contents 6. Fees, Finance and Funding Funding Finances on arrival Cost of living Earning money Fees, finance and funding: points and actions to consider CASE STUDY: Anonymous case study Careers and Employability Careers advice Careers service Work experience Good contacts Employability Careers and employability: points and actions to consider CASE STUDY: Albert-Ludwig-Universität Freiburg Hochschule Furtwangen about the authors Acknowledgement: Word of Thanks Further Publications

6 6

7 Foreword FOREWORD With this most recent version, GATE-Germany presents its fourth marketing guide with practical and accessible recommendations for universities. It aims to enhance international marketing efforts in order for universities to adapt themselves to their international target audiences. Each marketing guide highlights a different aspect: The first guide showcases the use and wide range of instruments helping to recruit international students; the second guide analyses one of the most important marketing instruments: the international websites of universities; the third guide highlights marketing regionally for a special focus area: the United States; the present and fourth guide focuses upon student perceptions. To better understand the expectations of international students regarding German universities, GATE-Germany conducted a nation-wide survey in partnership with i-graduate: 45 German universities have accepted the invitation to join the International Student Barometer (ISB), an international benchmarking and risk management tool for higher education institutions. This report covers the data collection of the ISB s Entry Wave from autumn Thanks to 12,326 responding international students in Germany among 87,015 at other universities abroad in total GATE- Germany and i-graduate can present a wealth of data in this report, in order to improve services and to enhance marketing effectiveness according to the needs of different study types, nationalities and subjects. The survey has been repeated in 2010 with another 47 universities and more than 17,055 foreign students. Due to the ongoing analysis, the data of 2010 will not be part of this report. The intention of this guide is to support universities in better understanding the motivation and priorities of their target audiences. To achieve this goal, we changed the perspective towards the eye of the consumer: What are the perceptions of international students? Why did they choose Germany as a study destination? Who or what convinced them to select a certain university or study programme? How do they perceive the quality and range of services of German universities? How satisfied are they with the chosen institution in the highlighted areas of learning, teaching, living and support services? What are their experiences in the sensitive early phases of their study, such as the application and arrival process? 7

8 In the growing competition for young talent regarding international students and academic staff worldwide, it is becoming more important for universities to market themselves efficiently and effectively. This can either be through different study programmes, or through highlighting research and career opportunities. It is also important to accurately target foreign students and to communicate the strengths of German universities in order to attract the desired target audience. To build sustainable relationships with one of their key target groups, the foreign student, universities have to know what these students value and require in successfully starting and finishing their studies. If their academic experience was positive, they will recommend their study destination to others. With the national participation at the ISB survey, GATE-Germany wants to help universities to better understand expectations of international students. Universities can request advice according to their desired depth: The results of the participating institutions can either be individually and confidentially analysed by i-graduate or anonymously presented on an aggregated national level in form of this report. Through juxtaposing the ISB survey results with the national and international index, German universities can identify which areas they are performing successfully in or where they could use improvement. We have no doubt that you will find this guide of great help in understanding the demands and behaviours of international students. Marijke Wahlers Leitern der Internationalen Abteilung, HRK Dr. Irene Jansen Leiterin der Gruppe Kommunikation und Marketing, DAAD 8

9 Introduction of the survey 1 Overview The GUIDE TO ENHANCING THE INTERNATIONAL STUDENT EXPERIENCE FOR GERMANY is a project undertaken through the practical application of data gathered by the International Student Barometer (ISB), conducted by i-graduate. It represents the opinions and ratings of international students in a multitude of aspects, allowing the voice of international students in Germany to be heard, and thus representing a valid point of reference for Higher Educational Institutions (HEIs). International students in this guide refers to both EU and non-eu students, unless specified otherwise. As a partnership between GATE-Germany (the joint initiative of the German Academic Exchange Service DAAD and the German Rectors Conference HRK for HEI marketing) and i-graduate, this project uses data from the ISB and highlights areas of strength and weakness. This study can thus aid HEIs in the formation of strategy in decision making and planning, allowing informed choices to be made over institutional practice with the aim to improve their educational service. Furthermore, this guide includes examples of good practice already utilised in Germany through using specific case studies. German HEIs are known for their strong educational standards, and this guide aims to continue and improve this concept through highlighting new and improved ideas already established in some institutions. Aims This guide aims to highlight trends in the experiences of international students and in doing so, give an idea of how best to support and advise students with the goal of enhancing their experience. Key trends from the ISB: The most frequently highlighted areas of (dis)satisfaction; The most severe cases of areas of strength and weakness; Recommendations of best practice and areas of improvement; Suggestions as to how these improvements can be achieved. Through using case studies from German HEIs that excel in their respective fields, this guide highlights useful examples of best practice already carried out in Germany. Through this sharing of knowledge, it is hoped that the nation as a whole can improve its standard of educational experience for international students. 9

10 About i-graduate and the International Student Barometer i-graduate is an independent benchmarking and research service that delivers comparative insights for the education sector worldwide. i-graduate s consultants and advisors are experienced professionals in international education, recruitment and market research. i-graduate s flagship research service, the International Student Barometer (ISB), is the largest annual study of international students in the world. The ISB is an independent and confidential feedback process for education providers. It tracks the decision-making, perceptions, expectations and experiences of international students. The ISB has been continually refined through 14 cycles of the process and is considered the industry standard for tracking the international student experience. Data from the ISB are used throughout the sector to target resources and investment in order to improve services, teaching and support for international students. Since the conception of the ISB in 2005, i-graduate has gathered feedback from more than 800,000 students in 22 countries through a standardised questionnaire that captures key information and allows for national and international benchmarks. To date, over 700 institutions worldwide have engaged i-graduate s research. The ISB has run in the USA, Australia, New Zealand, South Africa and in various European countries. Methodology International students in this guide refers to both EU and non-eu students, unless specified otherwise. This guide interprets data collected through the ISB in Autumn 2009 at 45 German HEIs on a range of issues that impact on the international student experience. The majority of universities engaged with the ISB collect feedback from their non-german cohort. The guide contains numerous comparisons of the German ISB aggregate data against an International Index. The International Index is devised by taking the mean average of the mean scores from the Entry Wave ISB 2009 from universities in Australia, New Zealand, Singapore, USA, the UK, Denmark, and the Netherlands. 10

11 Executive Summary 1 German International Student Barometer, D-ISB, Academic Year 2009/10 Background The German International Student Barometer (D-ISB) ran from 21 November to 7 December 2009, at 45 institutions in Germany to capture opinions of the international student cohort studying in Germany during the academic year 2009/2010. The survey forms part of a wider ongoing study and is independently administered for GATE-Germany (the HRK and DAAD consortium) by the International Graduate Insight Group (i-graduate.org). During the initial enquiry by HRK concerning interest in a nation-wide Barometer Survey a large and positive response was received. 45 institutions responded to the second request and showed an interest in taking part in the D-ISB. Of those 45 institutions, 25 institutions opted for a feedback presentation at a cost for the institution. Out of the 45 institutions, All material strictly copyright IGI services Ltd

12 28 institutions have been included in both the national and international benchmark. 17 HE institutions have not made the benchmark; to be eligible for the ranking sheet benchmark, we use 3 criteria: 1. Minimum 100 responses 2. Minimum 10% response rate 3. Minimum 60% of all elements eligible for ranking (base number per element = 30 responses) ISB context The findings for 12,326 international students studying in Germany are set in the context of the experiences of 87,014 international students at 123 institutions taking part in the ISB comparative global benchmark for the Entry Wave Profile of the D-ISB Profile of the D-ISB: 52% of respondents were female, 48% male; among the respondents, students from China are the largest group (11%) followed by Russia (5%) and Turkey (5%). The overall majority were classed as being other nationalities (58%). In terms of level of study, the sample was split as follows: 40% BA level students 30% MA level students 12% PhD level students 18% Other categories of students (respondents mentioned here Staatspruefung, Diplom, Magister, Bachelor, etc) In terms of institution profile the split was as follows: 21 Research Universities 5 Technical Research Universities 19 Fachhochschule Choice of destination and arrival 83% of students indicated that Germany was their first choice for an international education and 77% had not applied elsewhere. Other countries they applied to were (in order of popularity) the US (6%), the UK (5%) and France (3%), followed by Switzerland (3%) and Austria (2%). How- 12

13 Executive Summary ever, whereas they have indicated these other countries as possible study destinations, hardly any of the respondents actually applied for another country. For 50% of students the institution was more important than the country in their study decision. When asked why they chose to study in Germany over other countries, the reputation of the education system scores very well. 97% of international students mention teaching quality as an important reason for studying in Germany. 86% of students indicated that the level of safety in Germany was another important rea son. Furthermore, the cost of education was seen as being a positive element for choosing to study in Germany. With 83% of students stating that this was an important reason for their choice of Germany, it is recognised as being of high importance. Respondents were asked which factors helped them to choose a specific institution; it was apparent that the advice of friends was a strong influence, with 49% of students citing it as a factor in their decision. However the most important factor of all in helping students to choose their institution was the institution website (cited by 17% as the most important). The number of days which international students have to wait for both an initial response from the institution as well as from application to final offer is quite satisfactory according to the students, with a rating between 72-89% of satisfaction. Germany was stronger on the period between application and offer than the period between first contact and response from the institution, and did comparatively well in the application-offer period against the ISB. It fared averagely well against the ISB in the first contact-response period. For several institutions, international students suggested that contact during the arrival process could be improved through using more positive, direct, and frequent communication. 13

14 Respondents were asked to rate their overall satisfaction with their arrival experience at their institution in Germany in a single satisfaction question; the results from this were that overall satisfaction upon arrival was 82% satisfied in the D-ISB, compared with 86% satisfied in the ISB. Students were also asked to rate their satisfaction with regards to specific aspects of the arrival experience: The formal welcoming in Germany received a high satisfaction rate (85%), and in general the functional aspects of the institutions were sufficiently well-worked, most of which received a satisfaction rate of above 80%. This was let down however by the accommodation office (68%), the finance office (76%), and importantly, the first night of arrival and general welcome (76% and 71% respectively). Despite this seemingly high number however, most of the functional aspects were between 2-8% lower than the ISB average, apart from the bank account aspect, which was 12% higher than the ISB average. In further analysis of the open comments, a few areas were mentioned which could be the cause of the comparatively lower score for Germany: finding low-priced student accommodation and the relatively bureaucratic process in comparison with their home countries. Satisfaction with the learning aspects Respondents were asked to rate their overall satisfaction with their learning experience at their institution in Germany in a single satisfaction question; the results from this were that overall satisfaction was 81% satisfied in the D-ISB, compared with 86% satisfied in the ISB. Students were also asked to rate their satisfaction with other specific aspects of the learning experience. Overall, Germany performed poorly in the learning section of the results and was not above the ISB average in any of the four main sections. It fared particularly poorly in careers advice (i.e. advice on long term career opportunities given by academic staff not the careers service as such), scoring only 55% satisfaction, compared to the still-low 66% ISB average. Learning support was also poorly rated, 10% below the average. However, the quality of expert lecturers, research and technology all hovered around the ISB benchmark average. It is not surprising that these more scientific aspects of the learning process score high in a German context, as it is exactly this which is considered the strongest and most important issue for a German Hochschule. 14

15 Executive Summary However, to become the first choice in international higher education for internationally mobile students, the learning element needs to incorporate the full spectrum. Thus, the following elements have the most urgent need of attention with regard to ISB benchmark comparison, and are given in their own percentage score with the ISB percentage score next to them in brackets: Careers Advice 55% (66%) Language Support 65% (82%) Learning Support 73% (83%) Satisfaction with the living aspects Respondents were asked to rate their overall satisfaction with their living experience in a single satisfaction question; the results from this were that overall satisfaction with living was 84% satisfied in the D-ISB, compared with 87% satisfied in the ISB. Students were also asked to rate their satisfaction with specific aspects of the living experience: Germany performed very well in the Living and Accommodation category, with ISB comparison scores against the ISB benchmark higher in the fields of accommodation quality (+1%) and accommodation cost (+6%), living cost (+6%) and internet access (+2%). It seems that finding accommodation is an issue initially, but once students have found a place to stay they are relatively happy. These findings suggest that if German HE institutions would ensure better expectation management from the start (e.g. ensure students are aware of the costs and issues around finding a place to stay) the whole process of finding accommodation could probably become also less troublesome. The German HE institutions also performed well in some aspects of other categories, namely: Host Culture (+4%) Safety (+1%) Transport Links (+2%) The 92% satisfaction on safety is very positive news for Germany as this seems to be an important aspect in the decision making process, certainly in countries where the role of parents is particularly large in this process. Only two factors in the Living section of the survey show figures more than 5% below the ISB benchmark, both of which were located in the Support Services category: Financial Support (-10%) Visa Advice (-14%) 15

16 Satisfaction with the support services Respondents were asked to rate their support service experience in a single satisfaction question; the results from this were that 73% were satisfied with the overall support at their institution in Germany, compared with 86% in the ISB. Students were also asked to rate their satisfaction with specific aspects of the support services: Although in general this was not a strong section for Germany, the following elements achieved satisfaction percentage points above the ISB benchmark score, which is then given in brackets: Health Centre 91%, (+2%) Catering 79% (+3%) In general the support services at German HE institutions did not receive very positive marks in comparison with the international benchmark, with most aspects falling a few percentage points below the standard. On a more positive note, most of these aspects were between 1-5%, just below the ISB average. The only real causes for attention lay with student advisory services 83% (91% in the ISB) and careers service 77% (85% in the ISB); factors which have not been viewed traditionally as areas in which the HE institutes needs to provide support. However, if 60% of international students expect information, advice and guidance in the area of careers support it will become an area in which HI institutions should start to develop more. 16

17 Executive Summary Recommendation D-ISB Students were asked whether they would recommend their international study experience in Germany. Institutions in Germany would be recommended by an average of 78% of respondents, compared with 82% in the international ISB benchmark. Recommendation percentages for institutions in Germany range from 92% to 68%. Although this is a range of 24 percentage points between the highest scoring and lowest scoring institution, the recommendation is in general very high. 21 German institutions score a recommendation percentage above the ISB average and 12 institutions even have a recommendation percentage of more than 5 percentage points above the ISB average. Conclusion German institutions are clearly on the rise when it comes to the international market share as both figures and international press articles depict. However, it is not yet common to spread the word, particularly in comparison with other large national markets, although this is starting to change gradually. Strong marketable areas for Germany are the robust reputation of the German HE qualification in the international arena and the high score on personal safety. However the cost issue of an international study experience requires serious attention. Currently prospective international students seem to lack clarity as to whether tuition fees are applicable. The open comments range from students from Asia and the Americas who are pleasantly surprised at the very low or non existent tuition fees, whereas students from other countries (particularly from countries from 17

18 which large groups of immigrants already live in Germany as the 2nd or 3rd generation) are dismayed to find they have to pay tuition fees. In taking a closer look at the ISB data the German institutions are in general well recommended and highly regarded for the elements in the living area, which constitute a selling point for international higher education in Germany. However, in the learning area some improvements can still be made and these could move Germany as a higher education provider to a next level. The main focus in this area should be in supporting international students to realize their full academic potential. One open comment summed this up stoutly: It is time the university wakes up to the fact that professors are gems but the material they are handling have the potential to become gems too. The support area is still a little underdeveloped, the facilities seem to be present, but the internationalisation sentiment still needs to spread among the university environment. Respondents were asked to rate their overall satisfaction with their institution in a single satisfaction question. Overall satisfaction among international students with their institution in Germany was 87%, compared to an equal 87% in the ISB. Overall satisfaction percentages for institutions in the Germany-30 range between 81% and 96%. Twelve German institutions achieved an overall satisfaction percentage above the ISB average. Six German institutions scored a first place in the international ISB benchmark. All in all German HE institutions have several very positive issues to talk about, nonetheless there remains room for improvement in other areas. Following the developments over time may help the German HE sector to become world class. 18

19 Participating Institutions Institution Hochschule für angewandte Wissenschaften Augsburg Freie Universität Berlin Humboldt-Universität zu Berlin Fachhochschule Brandenburg Hochschule Deggendorf Fachhochschule Dortmund Technische Universität Dortmund Technische Universität Dresden Fachhochschule Düsseldorf Hochschule Esslingen Fachhochschule Frankfurt /M. Goethe-Universität Frankfurt am Main Albert-Ludwigs-Universität Freiburg Hochschule Fulda University of Applied Sciences Hochschule Furtwangen Georg-August-Universität Göttingen Universität Hamburg Medizinische Hochschule Hannover Ruprecht-Karls-Universität Heidelberg Hochschule Heilbronn Technische Universität Ilmenau Friedrich-Schiller-Universität Jena Fachhochschule Jena Technische Universität Kaiserlautern University Technical University University of Applied Sciences 19

20 Universität Kassel Institution Christian-Albrechts-Universität zu Kiel Fachhochschule Köln Universität zu Köln Universität Konstanz Hochschule Magdeburg-Stendal (FH) Otto-von-Guericke-Universität Magdeburg Hochschule Mannheim Technische Universität München Fachhochschule Münster Westfälische Wilhelms-Universität Münster Hochschule Neu-Ulm Hochschule Niederrhein Georg-Simon-Ohm Hochschule für angewandte Wissenschaften Fachhochschule Nürnberg Hochschule Ostwestfalen-Lippe Universität Passau Universität Regensburg Universität des Saarlandes Universität Ulm Bauhaus-Universität Weimar Bergische Universität Wuppertal University Technical University University of Applied Sciences 20

21 Application and Arrival 1 International students spend a lot of time considering their options for study in foreign countries. Parents are often heavily involved too, taking into account such issues as money, distance, quality of learning, and what is best for their child. This chapter looks at the overall first impression given by German Higher Educational Institutions (HEIs) to prospective students. This process begins with the initial contact and response times between student and institutions, progressing into the application process, first impressions, and assistance on arrival. It also includes the experiences which students have of initial assistance with regards to orientation and technical issues after they first arrive APPLICATION With ever-advancing methods of communication, students are becoming increasingly streetwise with regards to finding and organising information concerning HEIs. For this reason, the idea of a public image and marketing of both the education provided and the overall experience as well as standard of living should be paramount to the planning of institutes. Furthermore, as the numbers of students looking to study is on the rise, it is also important that institutions ensure that they have the ability to process applications on a large scale and respond within good time, as a student receiving little or no feedback in a matter of weeks may begin to view the HEI in a negative light and may decide upon studying elsewhere. On the other hand, sending a response in good time bodes well in maintaining student interest and in securing a place on a course for a student in a timely fashion. Institutions should aim to deliver an application process that is smooth, informative, and well organised, giving the prospective student the assurance that the HEI can provide them with the necessary support and guidance. In this respect, HEIs should not underestimate the importance of social media. Research from i-graduate into the role of social media (ISB exit wave 2010) shows the importance this carries for students Europe-wide in their information gathering. Social networking sites, forums, and blogs are all now major sources of information for prospective students. 21

22 1.2. APPLICATION METHOD The methods in which students applied for German HEIs are typical for most HEIs around the world. The most common method was to apply using Direct Paper Application (37%), after which was the Direct Online Application Method (28%). These were rather predictably the most common methods of application. Next to this was the Uni-assist Method (16%), which is a form of online application through a not-for-profit support structure. Besides these top three, there were no hugely significant methods of application; though a fair amount (6%) were carried out via Another University. The remaining application methods (APS, Overseas Representative, Via an Education Agent, ZVS - Zentralstelle für die Vergabe von Studienplätzen), Other) were shown to be below 6% each. Thus there is variety in the results, however the two most popular are also the most commonly found in most HEIs around the world CONTACT RESPONSE TIME The estimated average time taken for a German HEI to respond to an initial enquiry is around 26 days, with slight variances between the institution types. This is comparable to 21.5 days in the international benchmark. Averaging 82%, the satisfaction level of international students applying to German HEIs is acceptable to the majority, but could still be improved. Overall, this is slightly longer in Germany than in the international benchmark, but international students in Germany are evidently quite satisfied by this period of time. Reducing the time spent by students waiting for a Insitution type University of Applied Sciences (n = 466) Technical University (n = 438) University (n = 1639) Number of days 22

23 Application and Arrival 1 response would be advised, as when compared to other countries, Germany does not fare particularly well concerning time spent waiting by students. It is up to one week slower in comparison to some of the top performing nations in this field, highlighting the potential for improvement. The traditional method of applying directly to the HEI through the international admission system of international office can result in a strain on personnel, which may inhibit the carrying out of other day-to-day tasks. This is especially the case when prospective students apply multiple times and to several HEIs. If not already, one recommendation could be to affiliate the HEI with the charitable organisation Uni-assist e.v. which aims to specifically handle the large number of new applicants each semester. In doing so, the student pays for a professional service which can even handle multiple applications from students to several institutes. This could reduce the burden which the application process places upon the international office and administrative staff, saving time and ensuring a quicker response for students during the period of mass application. Institution type University of Applied Sciences (n = 486) Technical University (n = 455) University (n = 1734) 80% 81% 82% 83% 84% 85% Percentage satisfied 23

24 1.4. OFFER RESPONSE TIME The offer response time is the period of time between deciding to offer a place to an applicant based on their completed application form and offering the student a place on a course. It should be remembered that if a student applies to an HEI, they are placing faith in the hands of those making the decision and handling the application. The way this is handled and the length of time taken to offer a position is crucial to the student s perception of how well the HEI is organised and how seriously their application is being taken. In German HEIs, the average wait for an offer of a place was 46 days, which fares averagely well with those from other nations. With a satisfaction level of 73% however, it could be improved for some students, but in comparison to the benchmark (74%), is not far below average standards. Institution type University of Applied Sciences (n = 467) Technical University (n = 436) University (n = 1659)

25 Application and Arrival 1 The most important aspect of responding to students is not the speed of contact or the speed of offer, but more the management of expectations. If it is made known to the student that a period of 3 weeks is normal in hearing back from an HEI in Germany, they will not feel disillusioned or rejected by the time that this time period has passed. This requires clarity, honesty and communication from the HEI, in order for the international student to feel well-handled and respected. Criticism comes mainly from international students at HEIs which appear to be disorganised or which handle applications in a sluggish manner. The aim for German HEIs should be to ensure that international students attend their institution, through fast, efficient handling of applications and offers. This would increase the chance that the students accepted into programmes would select the German HEI, and not opt for another offer given faster from elsewhere. German HEIs can maintain a reputation of world class higher education more easily with world class international students. The risk of losing these students to more efficiently organised foreign universities is thus reduced. Institution type University of Applied Sciences (n = 484) Technical University (n = 448) University (n = 1716) 70% 71% 72% 73% 74% 75% 76% 77% Percentage satisfied Reasons for varying response times differ greatly, depending on factors such as administrative procedures, popularity, numbers of internationals applying, assessment of academic credentials of prospective students and size and efficiency of the department dealing with the applications. The response times from Initial Contact to Offer suggest that a review of application procedures may be useful in many German HEIs. 25

26 1.5. INFORMATION PROVISION Supporting international students is a two-way process between the student and the HEI. It should no longer be considered anything different. In return for an invaluable international reputation and the networking potential of maintaining a healthy international student body, students must first be made aware of the courses and institutions available. After this, they must be encouraged to apply, be responded to quickly, and be supported throughout the application process. In order to help students through the application and information gathering phases, HEIs in Germany should provide accurate and frequently updated information in both their printed and electronic sources. Revision of the institute s webpage with the international student in mind is an obvious start, and would be helpful in answering questions for which a student might normally contact the HEI. Such information could include average response times and entry requirements for courses, as well as the technical issues such as visas and work permits if they are interested in a part-time job during their studies. Furthermore, Scholarship Programmes could be made known in this fashion, as they were found to be difficult to find information on for 40% of students, along with Availability of Accommodation (31%) and Living Costs (25%). Access to concise information reassures the student, saves the institution time and effort in the long term, and is cost-effective. It should be remembered that since foreign students gather HEI-specific information from the website, it must be treated as the focal point of information. Thus, it must be presented in an accessible, informative and relevant manner. Above all, it should not only be written in German but also in English or other target group languages, especially in the specific international section of the website. Management of expectations should be kept in mind at this point too, allowing the student to be aware of what to expect and what is expected of them. When looking to increase the ability to attract foreign students, German HEIs have great potential to dramatically increase their current levels. Anecdotal evidence and open comments from the ISB highlight a lack of awareness concerning the strength of German higher education and that students find too little to encourage their application. This could be countered through utilising more visible methods of marketing and advertisement, and not principally relying on educational prestige. In other words, a greater level of enthusiasm for active recruitment should provide quite noticeable increases in application numbers, especially when combined with the high standard of education at very reasonable cost to the student. 26

27 Application and Arrival 1 Prospective students prefer to feel as if an institution is glad of their application, and shows enthusiasm with regard to their interest. In a similar vein, it is very important in the initial phases of contact that the student is provided with all of the relevant and necessary information for their application, registration, and arrival. Institutions could aim to pay more attention to the early phases of communication and assistance. However, it should be remembered that there is a fine balance between assisting students and spoon feeding them. It is not wise to provide everything for prospective students, without the necessary research on their part and personal development which they undoubtedly undergo. In other words, the HEI should have a strong hand in helping the students when they come across technical difficulties which they encounter, but should not restrict the potential development which being an international student brings. It is impossible for an English speaking student to get a full picture of the life there, because most fliers, booklets and other materials concerning student life; application forms for dorms and libraries, and other major parts of the website are in the German language. (Student from Turkmenistan) I was unable to participate in the orientation weeks because of a lack of communication... (Student from the USA) 1.6. SOCIAL MEDIA A large number of universities in this instance use social media to associate and align themselves with students. Utilising social networking websites is a very effective means of information provision for the institution, and is cost effective. Creating an official group or forum for prospective students allows them to share information and to create friendship networks before they even arrive in the host country. Furthermore, encouraging current students to maintain a blog can also shed light on the first few weeks of their experience, and when published on the university website offers a personal insight into the initial stages of living in Germany, their problems and how they overcame them. Such methods are extremely useful for students not only in terms of access to information, but in that they already establish a sense of connection to the institution and the country, generally increasing their self-confidence and the feeling that they are not alone. Information over the whereabouts of such official groups or forums can easily be provided by the institution by several means of communication, most obviously via . It is this form of information which 27

28 is recalled most readily, according to the ISB open comments, besides the necessary standardised (and often impersonal) information received from institutions. After accepting my offer of admission, I received no further communication from the university. (Student from Canada) In other words, students enjoy receiving information to which they can relate to on a personal level, which is welcoming and enjoyable to read. It also increases the likelihood of recalling the fact that they received help and information from the institution, as 34% state that they do not recall receiving information from the HEI, a percentage substantially higher (12%) than the ISB average. Thus students desire specific information in the form of regular, informative communication through a variety of means in both social as well as academic contexts, which HEIs can achieve through establishing a system of social media communication as well as the more traditional forms of contact BUDDY SYSTEMS Buddy systems where in place have proven to be a success, allowing students to maintain lasting connections to the place of study. Such systems involve pairing each international student with a volunteer domestic student, assisting the new student with everyday technical issues (mobile phone packages, where to eat and drink etc.). It benefits the volunteer domestic student through improvement of their CV, a wider cultural understanding, and the possibility of expanding their own circle of friends. Not only this, the international students also tend to achieve a better language understanding of the host nation and better all round settling-in experience than they might have experienced without a buddy. Some German HEIs already have such a system in place, and have provided a more welcoming and enjoyable experience in the initial period of study. Buddy systems can also be implemented online, through introduction, but should not replace face-to-face meetings. This is especially the case for certain cultures which value personal meetings as being of much higher importance than remote communication. 28

29 Application and Arrival The buddy system at the graduate school was good. I had a very good buddy to help me. (Student from India) 1 There was a buddy programme, which assigns every new student with a friendly one who already studied and knows the procedures well. My buddy was perfect he understood each of my troubles and together we dealt with everything. (Student from Vietnam) 1.8. PRE-ARRIVAL INFORMATION PROVISION The surge of online information could provide an extremely useful help method for both student and institution alike. Pre-arrival information lets students know what will be expected of them, what they should bring to be inducted or registered, the ins and outs of student life in that country and institution, as well as some background information concerning local customs and general prices of key items. Some of this information would be culturally specific (such as staple food items), but in the main would provide simple, effective information. Further advice concerning immigration, course requirements, textbooks, and timetables would also prove useful to the vast majority ARRIVAL An extremely important part of the study experience for an international student is the arrival at the destination of study. It is a crucial part of the relationship between student and institution and will establish a lasting impression for the duration of the study period. There is only one chance of a first impression. It is key to the welcoming that certain provisions are taken care of, such as directions to accommodation, that accommodation is organised before arrival and that if arriving late in the evening or early in the morning, some kind of temporary accommodation is available until normal office hours. After all, the student is a guest at the institution and should be treated as such. The term Arrival covers several aspects, including pre-departure information, airport greeting, induction and orientation. For a student travelling hundreds or thousands of miles to reach the final destination, one would imagine that the prospect of a friendly welcome would be a certainty. Unfortunately, this is often not the case. For some, much of the organisation and orientation is undergone through the use of Fresher s fairs or an equivalent information event organised by the HEI usually in the first few days of the semester. Some HEIs in other countries then organise a secondary fair, to put latecomers 29

30 on an even keel with other students when they arrive. Overall, German HEIs performed reasonably well, on par with the international benchmark of 82% of international students stating that they were satisfied with the overall welcome. The next section looks at the composition of this result in more detail. Welcome (n = 1179) Registration (n = 2475) First night (n = 1667) Formal welcome (n = 2217) University Orientation (n = 2323) Local Orientation (n = 2311) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Percentage satisfied Very dissatisfied Dissatisfied Satisfied Very satisfied INITIAL WELCOME German HEIs show comparatively good results in areas such as Welcome (71%) and First Night (76%), being on or above the ISB average standards. Being very important factors in the overall impression of the institution, there are aspects which German HEIs could aim to improve in order to outclass their peers. According to ISB data, the higher scoring nations in the ISB performed well through utilising such services as picking up the students from the airport, assisting them to their new accommodation, and ensuring they are comfortable in their new surroundings. Some institutions around the world also offer a form of start-up pack, which includes some basic toiletries, foodstuffs and bedding for the newly arrived students. Small details like these can make a huge difference in the first few days in an unfamiliar country. After the first steps on German soil, the next stage of settling in Formal Welcome (85%) proved to be satisfactory, hovering 1% above the ISB benchmark. This is a standard which German HEIs should be looking to maintain and improve. 30

31 Application and Arrival ACADEMIC REGISTRATION AND ORIENTATION Registration (80%), Orientation of HEI (83%), and Local Orientation (81%) compared relatively well with the ISB benchmark (at 81%, 82%, and 82% respectively). These are important for new international students in organising themselves as quickly as possible and providing them with advice on some technical issues. However, despite this positive beginning, this section was not a strong point for German HEIs as a whole, and one of the weakest sections of the overall welcome was the Visa Advice (66% satisfaction, down 9% on the ISB average), a point which should be readily addressed to improve the student experience. Along with this, issues were evident with Accommodation Offices (only 68% satisfied, down 4% on ISB average), which is in itself a hugely important factor in the arrival period. On a positive note, the Finance Office (76%) did perform better than the ISB benchmark at 74%, enabling students to set up a bank account and organise other monetary issues. With improvement in these sections, German HEIs would vastly increase their overall performance in the application and arrival section, and much of this information (even at a basic level) could be given on the website of the HEIs. Again, what is to be remembered here is that expectation management is of paramount importance. Anecdotal evidence provides examples of varying levels of support offered at different institutions, highlighting the need for solid services, as a potent mix of tiredness, confusion and emotion can often exacerbate the overwhelming step in moving country. I was dissatisfied with the registration procedure which was ambiguous and took almost three weeks. (Student from Romania)...not knowing anyone was overwhelming, but the staff who helped me register were very friendly and helpful. (Student from Australia) Need more details about the work permits for foreign citizens, about their status as PhD workers, about the services which every person should visit immediately after arrival Auslanderburo, Auslanderbehorde, Arbeitsamt, Rathouse etc. (Student from Bulgaria) We had an Introduction Week, and they explained everything to us, and helped us a lot to get everything done right. Really helpful! (Student from Russian Federation) 31